Teaching Models Bibliography

Harvey, R. & Bastian, J. Out of the Classroom and into the Laboratory: Teaching Digital Curation Virtually and Experientially. IFLA Journal, 38(1): 25-34 (2012).

This article looks at the digital curation courses offered in the GSLIS program at Simmons College. The courses illustrate an innovative virtual and experimental approach using the Digital Curriculum Laboratory (DCL). This virtual laboratory is a space for students and faculty alike to archive and preserve their coursework or research.

Using this virtual space, students are required to look beyond the traditional roles in information practices. For example, students learn the importance of collecting, managing, supporting, reconciling and merging digital data across a broad spectrum of libraries, archives and museums. Students must have the flexibility, forward thinking and critical evaluation skills to move seamlessly between digital and physical mediums. Therefore they must acquire the tools needed to succeed in this environment. The DCL allows students to learn about and experiment with digital tools and material in digital environments.

The DCL is an organized, open, non-proprietary digital space that provides scenarios, and a workspace for learning modules tied to the class objectives and outcomes. The hands-on experience with digital curation processes and procedures enhances student’s understanding of virtual environments and the skills needed for the growing digital library and archiving fields.

Macrina, F. & Munro, C. The Case Study Approach to Teaching Scientific Integrity in Nursing and the Biomedical Sciences. Journal of Professional Nursing, 11(1): 40-44 (1995).

This article discussed the case study approach to teaching scientific integrity. Specifically, the article looks into the underlying philosophy of the approach, preparation and use of cases, desired in class teaching skills, and the involvement of faculty in the preparation and teaching.

It was surveyed that most institutions have courses that include topics such as responsible authorship, handling of scientific misconduct, data management, and the use of humans and animals in biomedical research. Many of these courses are facilitated by the use of case studies. Case studies present problems that students must attempt to solves within the framework of acceptable scientific practices. While discussion of the problem(s) may lead to many possible solutions, it is important to enforce acceptable standards and make them clear to the students to remember for their future work.

Preparation of case studies should be derived from different experiences and varying problems. They should be thought-provoking and lead students to ask additional questions. Good cases will get students to think about their own experiences and values. A valuable exercise is to have

students write their own short case study to be discussed in class. This exercise allows other students to identify areas of concern that were not initially identified. It also reinforces the fact that scientists are faced with ethical dilemmas and decision making choices throughout their careers.

The instructor should be focused on facilitating the case study and stimulating the class discussion. Students have to be able to fully explore the problem(s) at hand, ask questions and formulate their thinking to determine a solution(s). The instructor should focus on the discussion leading to an appropriate and acceptable solution, and therefore actively bring the discussion to a close, repeating the benefit of completing the case study and the future implications it has for the students.

Shapiro, B. Hints for Case Teaching. Harvard Business School Background Note 585-012, July 1984. (Revised March 1985.)

This report analyzes the use of case studies to bring students closer to real life situations. This paper focuses on the use of case teaching at Harvard Business School, but the basic instructional approach and benefits can be applied to many different fields.

An important aspect of case teaching is the facilitation of student learning. Both the instructor and the students must be involved in the discussion to fully benefit from the ultimate purpose of the case study which is to work through everyday situations that students will possibly have to face in the future. Understanding these situations from many different points of view leads to the development of the best solution.

The teacher’s objectives should reflect those of the students which should lead to the development of skills, approaches and philosophy of the subject being taught. Student involvement in the discussion should be based on preparation, presence, promptness, and participation. In order for students to take on these elements, the instructor should also show their commitment to the case discussion process by preparing material and paying close attention to individual student development.

In order to facilitate a “student dominate” discussion, there must be teaching objectives, likely structures, and various questions. Students should be encouraged to make their own decisions about the case study and therefore should be expected to have a plan of action for the possible solutions.

Structures, themes and questions worked into the discussion will generalize specific case study situations to other circumstances the students may find themselves in. Through good discussions and enjoyable experiences, students will get the most out of case study analysis and understand the field of work they are pursuing.

Stein, D, et. al. Bridging the Transactional Distance Gap in Online Learning Environments. American Journal of Distance Education,19(2) (2005).

The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance learning environments. This study is relevant to education today as technology advances and distance learning becomes possible for more and more people and a growing number of schools are incorporating online learning and distance learning into their curriculums. The research question involved looking into to what extent is variance in satisfaction with perceived knowledge gained explained by course format, satisfaction with structure, satisfaction with interaction, and technical experience.

This paper focuses on Moore’s theory of transactional distance, based on that high structure and low dialogue result in greater transactional distance and more responsibility on the part of the learner to be autonomous in order to succeed. By increasing dialogue and developing well-structured support materials to reduce the transactional distance, really depends on the needs of individual learners. The nature of a particular communication medium determines whether the medium can be manipulated to increase dialogue between learners and instructors, thereby reducing the transactional distance. For example, in a videoconferencing environment, structure decreases to keep the system stable, because dialogue increased.

This study found that interaction was highly correlated with structure. Course-level variable (web-supported or web-delivered) had no effect on satisfaction with perceived knowledge gained. The more satisfied learners were with the course structure and with learner-initiated interaction, the more satisfied they were with the course and their perceived knowledge gained.

The course structure needs to be appropriate for the learner and that high structure and high dialogue can lessen the transactional distance. Unfortunately, structure is interpreted differently by different learners, so therefore it is important to design a course to match the learner’s desire for structure. Also, instructors should err on the side of too much structure rather than too little. In this case, interactions planned by the instructor as part of the course structure uniquely contribute to more satisfaction with perceived knowledge gained than interactions initiated by the learners themselves.

The major important takeaway from this study is that instructors should show the necessity for learners to make their needs explicit so that the course structure match learner’s expectations. The class should be able to negotiate and revise the syllabus throughout the course. Lastly, fluid, flexible activities, assignments, and opportunities for interaction should be built into the course allowing autonomous learners to work with the instructor to develop criteria for success and to lessen transactional distance.